Child Development Curriculum Notebook.docx

Child Development Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Content Standards................................................................................................................................. Page 4 Reading standards for literacy in technical subjects ............................................................................. Page 9 Writing standards for literacy in technical subjects .............................................................................. Page 11
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 14
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 15
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 16
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Understanding by Design .............................................................................................................................. Page 17
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethics ..................................................................................................................................................... Page 18
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 20 MTSS...................................................................................................................................................... Page 22
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 24
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 28
Glossary
Terms and acronyms used in this document ........................................................................................ Page 29
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Course Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Strand 1 Students will evaluate parenting roles and responsibilities.
Standard 1
Recognize the characteristics and responsibilities of parenting.
a. Identify the importance of children in society.
b. Evaluate the rights of children.
c. Evaluate parenting responsibilities as they relate to children’s rights.
d. Recognize that early childhood experiences impact individuals as adults.
e. Evaluate factors to consider in determining personal preparedness for parenthood (i.e.,
biological, social, emotional, financial, educational)
f. Discuss ways parenting skills can be developed.
g. Evaluate the demands and rewards of parenting.
h. Discuss the importance of literacy in building the parent/child relationship, as well as
enhancing children’s areas of development. (This objective may be integrated into standards 4, 5, & 6.)
Standard 2
Explain the importance of nurture and nature.
a. Discuss nature (heredity) and its implications.
b. Evaluate the impact of nurturing upon all aspects of development.
Standard 3
Identify factors influencing the development of self-concept.
a. Define self-concept.
b. List the four components of the self-concept cycle and describe the effects of each.
c. Identify the influences that help develop characteristics of low and high self-concepts. d. Discuss ways to promote positive self-concepts in children.
Strand 2 Students will identify growth and development.
(Standards may be integrated into each developmental age under Strands 4 and 5.)
Standard 1
Identify generalizations of growth and development.
a. Identify and define the basic concepts of growth and development. (Growth proceeds
from head to foot, etc.)
b. Define and identify physical, cognitive, social, emotional and moral development.
c. Describe the interrelationships between physical, social, emotional, moral, and cognitive
aspects of development.
Standard 2
Identify the characteristics of selected developmental theories.
a. Recognize that the study of child development is based on research. (Erickson, Piaget,
and others)
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Strand 3 Students will identify characteristics of prenatal care, pregnancy and childbirth.
Standard 1
Identify heredity and environmental factors influencing birth defects and prenatal care.
a. Analyze the influence and effects of genetics and heredity. (x and y chromosomes, etc.) b. Define dominant and recessive genes.
c. Specify lifestyle factors that minimize environmental birth defects. (drugs, alcohol,
tobacco)
d. Identify the role of folic acid in the prevention of neural tube defects.
e. Classify types of birth defects. (X-linked, multi-factorial, chromosomal error, etc.) f. Identify heredity and environmental factors influencing birth defects and possible
treatments or preventions (Down's syndrome, PKU, muscular dystrophy, fetal alcohol
syndrome, neural tube defects, cleft palate/cleft lip, club hand/foot).
g. Explain the role of prenatal testing in the detection of birth defects. (ultrasound,
amniocentesis)
Standard 2
Explain the characteristics of pregnancy.
a. Analyze the health risk of teen pregnancy.
b. Explain ovulation and conception. (ovum, ovary, fallopian tubes, uterus, endometrium,
cervix, vagina, fertilization)
c. Identify the early signs and symptoms of pregnancy.
d. Identify common discomforts occurring during pregnancy.
e. Identify potential pregnancy complications. (toxemia/pre-eclampsia, miscarriage,
stillbirth, premature, low birth weight, etc.)
Standard 3
Discuss the importance of early and on-going prenatal care.
a. Identify the role of appropriate medical care, nutrition, weight gain, and other lifestyle
choices on prenatal development.
Standard 4
Identify characteristics of prenatal development.
a. Outline the stages occurring during prenatal development. (zygote, embryo, fetus) b. Define and discuss prenatal terminology. (umbilical cord, placenta, amniotic fluid,
amniotic sac, uterus)
c. Identify the prenatal development occurring during each trimester. d. Discuss multiple births. (identical, fraternal, conjoined, etc.)
Standard 5
List the sequential events in the childbirth process.
a. Define childbirth terms. (show, crowning, episiotomy, etc.)
b. Outline the three stages of labor.
c. Discuss delivery options (vaginal, natural, with epidural, c-section)
d. Describe possible complications that may occur during childbirth. (breech, placenta
previa, Rh factor, STDs, toxemia pre-eclampsia, etc.)
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Strand 4 Students will explain the growth and development of the neonate (newborn) and infant.
Standard 1
Describe the growth and development of the neonate (newborn) and infant.
a. Identify the physical characteristics and needs of the neonate. b. Explain the Apgar test and scale.
c. Identify the function of fontanels.
d. Discuss feeding options of the neonate.
e. Define nurturing and bonding and discuss the importance of the bonding process after delivery.
f. Identify common newborn reflexes. (rooting, sucking, Moro/startle, Babinski, grasping, tonic neck, stepping)
Standard 2
Describe the growth and development of the infant.
a. Identify the sequence of physical development of the infant.
b. Identify the height and weight gains during the first year of life.
c. Describe the emotional and social development of the infant.
d. Define and discuss stranger anxiety and separation anxiety.
e. Describe Erickson's stage of trust vs. mistrust.
f. Describe Piaget's sensorimotor stage of development.
g. Define and discuss object permanence.
h. Discuss the types and role of play for infant age children. (solitary and on-looker) i. Examine the reasons for infant crying and how to meet those needs.
j. Examine shaken baby syndrome and its ramifications.
k. Describe sudden infant death syndrome (SIDS) and prevention strategies.
Strand 5 Students will explain the growth and development of toddlers and preschoolers.
Standard 1
Describe the growth and development of the toddler.
a. Describe the physical characteristics and skills of toddlers.
b. Discuss the role of nutrition in the physical development.
c. Discuss readiness for appropriate toileting practices.
d. Describe the social and emotional characteristics of toddlers.
e. Discuss the importance of autonomy for a toddler's development. (Erickson’s autonomy
vs. shame and doubt)
f. Discuss Piaget's sensorimotor and preoperational stages of cognitive development. g. Describe language development during the toddler stage.
h. Discuss the types and role of play for toddler age children. (parallel)
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Standard 2
Describe the growth and development of the preschooler.
a. Describe the physical characteristics and skills of the preschooler.
b. Identify the gross (large) and fine (small) motor skills developed.
c. Describe the social and emotional characteristics of the preschooler.
d. Discuss Erickson's stage of initiative vs. guilt.
e. Discuss the development of social skills learned during the preschool years.
f. Describe Piaget's preoperational stage of cognitive development during preschool years. g. Define and give examples of a child’s ability to understand terms related to cognitive
development. (sorting, classifying, seriation, transformation, reversal, conservation) h. Describe the development of understanding between reality and fantasy.
i. Discuss the types and role of play for preschool age children. (cooperative)
j. Discuss how to teach moral behavior to the preschooler.
Strand 6 Students will practice age-appropriate positive guidance techniques and strategies for coping with challenging situations.
(Standards may be integrated into each developmental age under Strands 4 and 5.)
Standard 1
Analyze appropriate positive guidance techniques.
a. Define guidance, discipline, and punishment.
b. Distinguish between punishment and discipline/guidance techniques.
c. Identify common reasons children misbehave. (natural curiosity, need to belong,
revenge, etc.)
d. Discuss reasons and guidelines for setting limits.
e. Compare natural and logical consequences.
f. Discuss guidelines for using positive guidance techniques. (redirection, time out, positive
statements, etc.)
Standard 2
Describe challenging situations and the skills needed to cope.
a. Identify and discuss challenging situations (handicaps, grief, death, divorce, illness, etc.)
and signs of stress in children. (biting, crying, power struggles, etc.)
b. Describe childhood feelings dealing with challenging situations and identify coping
strategies.
c. Discuss childhood fears and strategies to deal with fears.
d. List and define the types of abuse (emotional, physical, sexual, neglect).
e. Discuss reporting procedures for abuse.
f. Identify local resources available for parent and/or child assistance.
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Strand 7 Students will examine issues related to the health and wellness of children.
(Standards may be integrated into each developmental age under Strands 4 and 5.)
Standard 1
Identify health and wellness considerations for infants through preschoolers.
a. Identify signs and symptoms of childhood illnesses.
b. Describe common childhood immunizations for communicable diseases (MMR, DTP,
HIB, hepatitis B, chicken pox, polio)
c. Identify basic first aid practices for bumps and bruises, burns, bleeding, poisons,
choking, and insect bites.
Standard 2
Identify safety consideration for infants through preschoolers. a. Discuss the importance of car seats.
b. List appropriate child proofing strategies.
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Reading
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the next text says explicitly and make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Note on Range and Content of
Student Reading
Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and
confidence because a majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these reading standards are meantto complement the specific content demands of the disciplines, not replace them.
Range of Reading and Level of Text Complexity
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Reading Standards for Literacy in RST Science and Technical Subjects Grades 9-10
Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts, attending to precise details of explanations or descriptions.
2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; attending to special cases or exceptions defined in the text.
Craft and Structure
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
5. Analyze how the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Integration of Knowledge and Ideas
7. Translatequantitativeortechnicalinformationexpressedinwordsinatext into visual form (e.g., a table, or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
8. Assesstheextenttowhichthereasoningandevidenceinatextsupportthe author’s claim or a recommendation for solving a scientific or technical problem.
9. Compareandcontrastfindingsrepresentedinatexttothosefromother sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Range of Reading and Level of Text Complexity
10.By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Writing
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended me frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note on Range and Content of Student Writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.
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Writing Standards for Literacy in
History/Social Studies, Science, and Technical Subjects 6-12
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information
so to make important connections and distinctions; including formatting (e.g., heading), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
d. Usepreciselanguage,domain-specificvocabularytomanagethe complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
3. Not applicable as a separate requirement (Students’ narrative skills continue to grow in these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and
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informative/exploratory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Course Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
1. Students will evaluate parenting roles and responsibilities.
2. Students will identify growth and development.
3. Students will identify characteristics of prenatal care, pregnancy and
childbirth.
4. Students will explain the growth and development of toddlers and
preschoolers.
5. Students will practice age-appropriate positive guidance techniques
and strategies for coping with challenging situations.
6. Students will examine issues related to the health and wellness of children.
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Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
Strand 1
Standard 1 Standard 2
Strand 2
Standard 1 Standard 2
Strand 3
Standard 1
Standard 2 Standard 3 Standard 4 Standard 5
Strand 4
Standard 1 Standard 2
Strand 5
Standard 1
Standard 2
Strand 6
Standard 1 Standard 2
Strand 7
Standard 1 Standard 2
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Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
Date Topic
Disclosures & Intro & Step 1
Importance of Early Childhood
Parenting Responsibilities
Self-Concept
Growth & Development Basics & Theories Theories
Health & Safety
Health & Safety
Health & Safety
Parenting Styles
Discipline
Discipline
Review for Test
Test #1
Reproduction & Conception
Prenatal Development
Terminology – Book Assignment Complications of Pregnancy
Fetus Bingo-Empathy Belly-Pregnancy Booklet Birth Defects
Birth Defects
Trimester Sort Activity & Quizlet Review Games
Labor & Delivery
Review for Test
Test #2
Newborns
Newborns & Infant Care Guide
Price is Right-Relay Races-Candy Bar Matching-Baby Pictures Infants
Toddlers
Toddlers
Preschoolers
Preschool Lesson Sample Day
Prep & Activities
Prep & Activities
Preschool-Bring Children
Preschool-Bring Children
Preschool-Bring Children
Review for Final
Review for Final
FINAL EXAM
Cleaning & Grades
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Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• Active test proctoring occurs: walking around the room to make sure that each
student has or is logged into the correct test; has appropriate testing materials
available to them; and are progressing at an appropriate pace.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all
students are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered
is reviewed and strictly followed (see 53A-1-608; R277-404).
• Accommodations are provided for eligible students, as identified by an ELL, IEP, or
504 team. These accommodations should be consistent with accommodations
provided during instruction throughout the instructional year.
• Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
• Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on
the test.
• Rewording or clarifying questions, or using inflection or gestures to help students
answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
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PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• Evaluating the process at all tiers to ensure the system is working
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
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• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
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• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
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• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Associations Websites
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Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
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MTSS
Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
Multi-Tiered Systems of Support is an approach to academic and behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
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